GRADE 1
The Little Red Fort written by Brenda Maier; illustrated by Sonia Sánchez
AT A GLANCE Based on the familiar tale of “The Little Red Hen,” The Little Red Fort by Brenda Maier creates the engaging character of Ruby, who wants to build a fort. Every time she asks her three brothers for help, they refuse. But that doesn’t stop the indomitable Ruby from finding a way to get things done. She engages the help of the grown-ups in her family and perseveres. Using her planning and building skills, Ruby creates a terrific little fort that impresses her brothers. Her brothers collaborate to surprise Ruby, and she invites them into the little red fort for a delicious treat.
Strategy Focus: Compare and Contrast STEAM Focus: Architecture
Genre/Text Type: Fractured Folktale/ Picture Book Social-Emotional Focus: Relationship Skills
INTRODUCE THE BOOK Display the cover and introduce Ruby and her three brothers—Oscar Lee, Rodrigo, and José. Explain that The Little Red Fort is a story that in some ways is like the story of “The Little Red Hen.” Recall with children that the Little Red Hen had a plan and asked her friends for help. Tell children that Ruby, whose mind is full of ideas, has her own plan. She wants to build a fort and asks her brothers to help. Ask: Do you think her brothers will help her? Let’s find out more about clever Ruby and her amazing fort. DURING READING As you read the book, pause to discuss the questions below. Encourage children to turn and talk with partners or share their thinking with the whole group. pp. 2–9 Ruby’s brothers say, “You don’t know how to build anything.” Ruby says, “Then I’ll learn.” What does that show about what Ruby thinks about herself and what she can do? (analyze character) pp. 10–13 When her brothers won’t help her draw the plans, how does Ruby solve that problem? Why is drawing plans a good first step when building something? (problem and solution) pp. 14–25 Even though her brothers don’t help, other family members do. Why was it good thinking for Ruby to ask grown-ups to help her when working with building tools? (compare and contrast, make inferences) pp. 26–33 After Ruby does not invite her brothers to play in the fort because they didn’t help her build it, the brothers do different things; but what is alike about all the things they do that delight Ruby? (compare and contrast) pp. 34–37 At the end of the story, Ruby shares her cookies and her
Rising Voices Theme Leadership and Collaboration Note to the Teacher • Read-Aloud Tip Have fun exaggerating the repetition of the question, “Who wants to help me…?”, and the replies, “Not me,” “I don’t think so,” and “No way. I’m too busy.” • Language Support The author describes the different tasks needed to build the fort—draw the plans, gather the supplies, cut the boards, and hammer the nails. Invite children to act out each task. • Background Ruby thinks like an architect. She first makes a plan for her fort. Ruby gets help from adult family members as she builds because the tools that builders use are not safe for young children to use on their own. The adults support her and make sure that the fort is both safe and strong. Vocabulary delighted (p. 33) very happy fort (cover) a place created for children to play in supplies (p. 14) things needed for a special purpose
fort. Ruby is very proud of her little red fort. When have you been proud of a plan that you made and carried out? (make connections)
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